February 18-21

 February 18 - 21

We were excited to return to our learning after the Family Day long weekend and hope that you enjoyed the break with your family.

Science

This week, we spent time in Science, focusing on wrapping up our learning and understanding of Matter and the properties of objects.  We showed our understanding by creating “Shapeshifters!”  We got to use playdough, pipe cleaners, popsicle sticks and googly eyes to make 2 different shapeshifters.  We then needed to identify the various properties of each of them and be able to identify and explain how they are different from each other and how we changed them.

Ask your child about their shapeshifters.  Hopefully they shared them with you too as we sent home the materials after we were finished creating with them.

Thank you to all the generous families who sent in donations of playdough over the past few weeks.  This has made our hands on learning in Science very engaging and fun!

   

Learning Intentions:

I can explore actions that physically change properties of various objects.

I can describe physical changes that result from various actions.

I can discuss and explain why physical changes do not change what an object is made of. 

Science/Well-being

After waiting a few weeks and multiple changes to our plans, we were so happy to be able to get out on the land for our walking field trip to Fish Creek park.

We noticed the season of winter and reflected on the story that the land is telling us during this season. 

We noticed many things, as we focused on the land, animals and plants.  Ask your child what the most interesting thing they noticed was.  

    

 

     

Thank you to our parent volunteers for joining us to Fish Creek.  We also thank everyone for the flexibility with our changes to plans over the past few weeks and your understanding.  

We look forward to reflecting on our time in Fish Creek and sharing our observations and reflections this coming week.  

Learning Intentions:

I can observe seasonal changes in Fish Creek over time.  

I can discuss how changes in the appearance of environments, plants and animals are related to the seasons.  

I can investigate animal behaviour throughout the seasons, including hibernation.

I can describe various environments, drawing from information gathered using the senses.  

Literacy

This week we continued learning about consonant digraphs, when two consonants make one sound.  We focused on “sh” and “th”.  Please take a look below at our home practice to help support your child in their literacy learning.

February 10-12

 Dear Parents,

This week was a short week with Teacher’s Convention and Family Day weekend approaching.  We still managed to pack in tons of quality learning.  Because of cooler temperatures again this week we did not venture out to Fish Creek and our students spent most recess and lunch times inside.  We anticipate warmer temperatures and will plan to go to Fish Creek on Wednesday, Feb 19 in the morning.  

 Please read below to hear about our week.

Math

This week we began building our understanding of addition as joining two numbers.  Through problem-solving situations students worked with a number line to join two numbers.

Learning Intention

• Recognize addition in situations that involve joining parts together.

What Are Joining Situations?

In a joining situation, one amount is joined to another amount. For example, if there are 4 children in a room and 3 more children join them, we can add 4 + 3 to determine the total number of children in the room. This total is called the “sum” or the “whole.”

Showing Addition on a Number Path

A number path can help students visualize the process of addition.

They can use one of the numbers in the addition situation to tell them where to start (or how many steps to take first) and the other number to tell them how many more steps to take.

Helping Your Child

Joining situations occur frequently in day-to-day life. Whenever you and your child find yourselves in a joining situation involving small numbers, ask your child what is being added.

For example:

If 3 dogs are in a park and 2 more dogs arrive, the addition situation is 3 plus 2.

If 4 people are in a room and 3 more come in, the addition situation is 4 plus 3.

If appropriate, you could work with your child to figure out the sum. Use concrete materials to represent the amounts being added, if it is helpful to do this.

Science 

This week we recognized the full moon.  Through our continued look at the Indigenous teaching of educator Eitenna Moostoos Lafferty we learned about the Eagle Moon-Mikisiwi pisim and what changes are happening on the land at this time of year.  Students learned about how some of the animals in our local environment are beginning to look for their mate, poplars are starting to bud and the interconnected relationships of trees. Ask your child what they learned about the land and its inhabitants during the Eagle Moon.

Learning Intention

• Discuss and reflect on First Nations, Métis, and Inuit traditional teachings that demonstrate a sense of responsibility to care for nature.

• Observe seasonal changes in local environments over time.

• Document signs of seasonal change over time. Discuss how changes in the appearance of environments, plants, and animals are related to the seasons.

Literacy

This week we began learning about consonant digraphs, when two consonants make one sound.  We focused on “ck” and “sh”.  Please take a look below at our home practice to help support your child in their literacy learning. 

You should also find your child’s home communication folder as well, with an update on their progress in reading. 

February 3-7

 February 3-7

Exciting learning has continued this week in Grade 1.  Here are some of the highlights.

Please note:  We have postponed our walking field trip to Fish Creek Park for Monday, February 10th.  We plan to go on Wednesday, February 19th, if the weather cooperates.  We will keep you posted.  

Jeff Stockton Storytelling

On Wednesday, we had the pleasure of listening to Mr. Jeff tell a story to us, using his harp to enhance the events of the story.  We loved listening and contributing to the story of Grandma and her Dumpling.  We then captured a part of the story in our visual journals, by either drawing one of our favourite parts, or showing an event from the beginning, middle and ending of the story. 

Ask your child what their favourite part of the story was.

 

 

Learning Intentions:

I can identify key ideas and details from a story.

I can create imaginative representations of a story that includes characters, setting and events.  

I can present a story as part of a group.  

I can apply creative thinking to create a representation of a message. 

Science - Area Avenue

This week we wrapped up our learning about area as a measurable property.  We measured the area of our buildings we created and compared it to another peer’s building.  We then identified if the area of our building was bigger or smaller than the area of our partners.  We enjoyed collaborating together to create an Area Avenue of all our buildings! 

 

Learning Intentions

I can identify measurable properties of objects. 

I can compare the area of various objects.  

Wellness/Science

To wrap up the week, and take advantage of the warmer temperatures, we got outside in the beautiful sunshine on Friday.  We went for a walk in the snow, and paid attention to the land around us.  We reviewed how we need to be ‘mindfully aware’ and observe what is around us, using our 5 senses.  When we came inside, we took time to record our thoughts in a ‘Daily Double’ thinking routine.  These practices are ways that we are preparing ourselves for our Open Minds experience of City Hall in May.  

         

Learning Intentions:

I can observe seasonal changes in local environments.

I can document signs of seasonal changes.

I can share personal experiences related to seasons.  

I can reflect on feelings and emotions that result from various personal experiences.  

Literacy

This week, we have moved on to learning some new rules about letter sounds.  We focused on the sounds ss, ff, ll, zz at the end of words after short vowel sounds and -all, ull, -oll at the end of words.  Your child should be bringing home decodable texts that align with these different sounds.  Here is some extra practice as well, as we work on mastering these new rules.

 

January 27-30

 Dear Parents,

Please take a read below to hear about our learning in grade 1 this week.

Reminders:

We are fortunate to have Jeff Stockton in our school this week and on Wednesday, February 5 will be sharing his unique storytelling with us.  

Inline Skating

This week we wrapped up our Alien Inline skating experience.  All students showed growth in their ability to perform this skill along with showing bravery and perseverance when engaging in and attempting a new learning activity.  

Learning Intentions:

Participate in physical activity in a variety of contexts to improve well-being.

Demonstrate various ways of moving safely through space during physical activity.

Perform locomotor movements in a variety of physical activity contexts.

Science

This week students enjoyed exploring and experimenting with the properties of length and area.  Students found and compared objects from around the classroom to measure, compare, discuss and document. We also create a Area Avenue, with us each creating a building for a community. We then began comparing the area that our building takes up with a partner.

Learning Intention:

Compare area of different objects. 

Compare the space that different objects take up.

Math:

This week students built their understanding of equality in math.  Using a variety of numbers under 10 and with blocks and pan balances students experimented with this concept.  This concept is important as we begin to build our understanding of addition and subtraction.

Learning Intentions

Investigate equal and unequal quantities, using a pan balance scale

Showing More, Less, or the Same Amount

As in Kindergarten, students in Grade 1 are asked to show an amount that is more than, less than, or the same as a given amount.

The given amount might be shown concretely, or it might be represented with a numeral.

•	For example, students might be asked to show more than this number of counters. In response, a student could show a set of 6 items.
•	Or students might be asked to show fewer than 6 items. In response, a student might show a set of 3 items.
•	To show an equal amount, a student should put out one item for each of the given items.

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How Might You Describe a Balance?

Because an equality describes a balance, students can show equality using either a mass balance or a length balance.

6 + 2 balances 4 + 4.

6 + 2 equals 4 + 4.

You can also write an equation to show a balance.

6 + 2 = 4 + 4

The equal symbol in an equation shows that the quantity on the left side balances the quantity on the right side.

8 = 8

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Helping Your Child

There are a number of books that you could read with your child that use the idea of equal amounts. Some examples are the following:

One More Bunny, by Rick Walton

Ten For Me, by Barbara Mariconda

What’s New at the Zoo?: An Animal Adding Adventure, by Suzanne Slade

As you read together, you could ask your child to interpret the equalities he or she sees in the words and pictures.

Literacy

This week we concluded our study of single alphabet letters and the sounds V and Z.  Please review the home practice to support your child’s learning.